In my last post, I
suggested using Bloom’s Taxonomy with 6 levels of learner’s sophistication to
define Learning Goals. I also mentioned
that formulating Learning Goals at sophistication levels three (apply) and
higher is necessary but not sufficient for Sales Training Initiatives having a
sustainable impact on sellers’ performance.
The Scale
of Learners' Proficiency
The second
dimension, to be considered, is the scale of learners’ proficiency from Gloria
J. Gary (Gary 1991). There are six levels
of skill outcomes where Familiarization is the lowest level, followed by
Comprehension, Conscious Effort, Conscious Action, Proficiency and Unconscious
Competence as the highest level. I consider that the first two levels of the
proficiency scale are passive and will not lead to actions. The level of
Unconscious Competence is not a level to strive for if we want sellers to
remain reflective about their actions and to continue learning. Very often, you
find sellers who are not able to articulate what makes them successful
(unconscious competent). For a transformational initiative to be successful,
they must first accept the conscious incompetent status before they can attain
a new desired conscious competent state (proficiency).
A
combined view on Learners’ Sophistication and Proficiency
I found
Julie Dirksen’s (Dirksen 2016) approach, to position Learning Goals in a space
defined by the two axes (Level of Sophistication and Level of Proficiency), very
pertinent for a holistic understanding of setting Learning Goals. However, as
indicated above, I doubt that the complete space formed by the two scales in
their entirety is exploitable for setting Learning Goals leading to Sales
Training initiatives delivering sustainable results.
The
exploitable space on the sophistication axis starts therefore at level 3
(apply). Sophistication levels for Learning Goals depend on the complexity of
the task a learner is expected to perform to support the execution of business
strategies.
For sales tool
training, level 3 is sufficient. However useful actions cannot be derived by
simply using the tool. As the man said, “A fool with a tool remains a fool”. Additional training initiatives (process and
methodology) with higher sophistication levels up to Create are needed.
I have seen
many CRM implementation failing because the initiation of the sellers to the
system was via the tool training. For a successful CRM implementation, these
higher-level goals have to be reached before the goal for tool training has any
positive effect.
The
exploitable level of the proficiency axis starts also with level 3 (conscious
effort). This is though also the highest
level that can be attained by following a cognitive training event. Reaching
higher proficiency levels can only be obtained and sustained through active,
continuous involvement of managers in their coaching capacity. However not all tasks need the full
proficiency level. Striving for higher proficiency levels will however increase
productivity.
For
activities geared at preparation and planning, a seller can already
reach an initially satisfactory performance at the conscious effort level
although with limited productivity. The challenge for managers is to see to it
that sellers start immediately after the training event to integrate into their
daily work routine what they have learned. Which means, for a friction free
adoption, the management practice must be adapted to the new Learning Goal at
the latest at the end of the initial conscious training event. The re-enforcement
does not come by refreshing what was taught. The only effective way is seeing
to it in a supportive manner that the newly acquired skill is used. This is
also the only way how sellers can experience that they can create more momentum
in their deals by using that new skill. This
experience is the best motivator to continue using what was learned. Pablo
Casals, the world-famous cellist, answered, when asked why he continued practicing
at the age of 80, “I feel to still
making progress”.
For skills
that are used in an interaction with synchronous presence of the
customer and the buyer (e.g. face to face meeting, video or phone call), the
full proficiency level is immediately required from the seller for such an
interaction having a chance of being successful. Gary’s model shows that this full proficiency
can be reached in a training event with simulation. In the selling environment,
simulations take the form of role plays.
For the full
proficiency level to be sustained, managers should thus prepare sellers, in a
continuous manner, by role plays in the cadence of about to occur customer
interactions. Take a fire brigade as your role model. Firemen and officers maintain full
proficiency levels through spaced exercises practicing their skills in
realistic simulations. Also remember the title of David H. Sandler’s Sales
Classic “You Cannot Teach a Kid to Ride a Bike at a Seminar”.
The 2 lowest
levels of the sophistication and proficiency axes are to be considered
unexploitable for successful Sales Training initiatives. It is though not
uncommon to find training initiatives in this space. Standard, off the shelf
training events, organized with the intent to motivate the salesforce are prime
candidates to fall into this space. Such
events are also recognizable that the success of the event is measured with
smiley sheets or in the best case with multiple-choice tests. Multiple choice
tests measure the capacity to memorize. Yet according to Elaine Biech (Biech
2017) “real learning is not memorization”. This confirms the conclusion of my
article about on the relevance of Ebbinghaus’ Forgetting Curve
With the
framework of the exploitable space for Learning Goals, I can now also explain
my intuitive decision for allowing open books for exams in my graduate courses.
In this manner, I test the students’ mastery of the required sophistication
level with conscious efforts. Interestingly enough, some students prepare for
the exam by making job aids to reach the proficiency level of Conscious
Actions. This level provides for higher productivity and students at that level
almost never complain that they were under time constraints for writing the
exam.
Conclusion
Sales Managers
can use the framework of the exploitable Space for Learning Goals to:
- · Test whether their ongoing approach to Sales Training contains Learning Goals in the exploitable space
- · Negotiate Learning Goals with Training providers to get to sustainable impacts of training
- · Adapt their management practices to contribute their non-negotiable part in the initiative needed for sustainable impacts of training
Suitable
Learning Goals are an important foundation for training initiative leading to
sustainable improvement. However, their definitions alone are not sufficient
for managers to assess whether the goals are reached and maintained. How to recognize
this will be the subject for my next
post.
Literature:
(Biech 2017)
Biech E. The Art and Science of Training, atd Press 2017
(Dirksen
2016) Dirksen J. Design for How People Learn, (2nd edition) New
Riders 2016
(Gery 1991)
Gery G. J. Electronic performance Support
Systems Weingarten Publication 1991
